CREATIVE MOVEMENT & MUSIC

Do music freeze to the Chicken Dance Song

Benefits From Music and Movement• Develops self-confidence• Develops language skills• Develops listening skills• Develops Creativity skills• Develops their Cognitive skills • Music naturally delights and moves AND Calms

and soothes kids as it gives them a chance to• Music is a great transition for change (Clean Up Song)

• Provides children with opportunities to explore elements of music (rhythm, sound, dynamics).

Large Group Music Time Small Group Music Center

• Placed away from noisy and active play areas.• Wide variety of musical instruments for the children

to use and explore.• Supplies to create their own musical instruments.• Carpeted / rug to sit on and move around on.• Tape recorders / CD players / Microphones

Headphones, Tapes/CD’s• Supplies for the children to move to the music.

– Streamers, scarves, paper plates, costumes, feathers…

The Music Program

1. SingingSongs, Fingerplays, and Chants

2. Instruments and Using their body as a musical instrumentMusical Instruments

3. Movement Experiences Listening to music and moving to itDoing an activity with a song

Rhythm Sticks

• Tap out your Name

• Create a beat pattern and we repeat it

• Tap out the beat as someone moves around

• Follow a teacher directed beat movement– Listen to a walking beat (slow), Listen to a jogging beat (faster),

Pound for a jumping beat. Now have the kids listen to the beat and do the actions. Use a bell to signal freeze.

• Tap out a beat to a story (Click Clack Moo By: Doreen

Cronin)

• Tap out a beat to a song (Sing ‘Ring around the Rosies’ or ‘Sally the Camel’ and tap a beat with it.)

ELEMENTS OF MUSIC:

• RHYTHM– Clap, clap different sequences

• SOUND / TONE– Sounds of different instruments, sound of voice

• MELODY– Move hand up and down with notes– HARMONY

• Identify notes that don’t sound right• DYNAMICS

– Soft, loud• TEMPO/ BEAT

– How fast & slow

Playing guitar to Elvis Presley music

BINGO

1. CHOOSING SONGS:1. CHOOSING SONGS:• Familiar songs and tunes that they have

heard or sung before• Simple Songs with lots of repetition

– Old Macdonald had a farm

• Songs with fingerplays, actions, games– Wheels on the bus, Patty Cake, Hokey Pokey

• Songs and Dances of different cultures• Songs with funny sounds or silly lyrics

– Hey-Diddle-Diddle, Name Song (Annie, Annie, Bo Bannie..)

– What is a Knick-Knack Paddywhack? This song has it all!

THIS OLD MANCreate a hand-jive to go with this song

• This old man, he played oneHe played knick-knack on my thumb [some versions use "drum"]With a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played twoHe played knick-knack on my shoeWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played threeHe played knick-knack on my kneeWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played fourHe played knick-knack on my doorWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played fiveHe played knick-knack on my hiveWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

• This old man, he played sixHe played knick-knack on my sticksWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played sevenHe played knick-knack up in heavenWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played eightHe played knick-knack on my gateWith a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played nineHe played knick-knack on my spine [some versions use "line" here]With a knick-knack paddywhack, give a dog a bone, This old man came rolling home

This old man, he played tenHe played knick-knack once ag'n [some versions use "on my hen" here]With a knick-knack paddywhack, give a dog a bone, This old man came rolling home

TEACHING A SONG:1. Practice the song and know it by heart2. Being enthusiastic is more important than having a

good voice. Animated and smile.3. Catch their interest with a picture, object, or story.

Relate it to life in a story.4. Sing it from beginning to end. Allow them to

participate with you while the listen.• Give the children something to listen for.• They can clap along while you sing it a second time

5. Use musical instruments, pictures, props, costumes, or gestures to remind children of words.

6. Teach the part that is repeated most often first and then teach other sections of the song.

I’m a little teapot short and stout,

Here is my handle and here is my spout.

When I get all steamed up, hear me shout.

Tip me over and pour me out.

A Chubby Little Snowman(A Fingerplay)

• A chubby little snowman   Hold your arms in a circle to make a fat belly .

• Had a carrot nose. Point your forefinger out from your nose.

• Along came a bunny. Make a bunny with your fingers. Make it hop.

• And what do you suppose?Turn palms upward and shrug in

disbelief

• That hungry little bunny Rub your tummy. 

• Looking for his lunchShade your eyes, as if looking into the distance.

• Ate that snowman's carrot nose Make a bunny with one hand and a carrot with the other.

• Nibble, nibble, CRUNCH! Make the bunny eat the carrot with two small bites and a final big bite.

Listen to this song. www.songsforteaching.com/hughhanley/achubbylittlesnowman.htm

Other MUSIC ideas to not Frog”get:

• Act out the song – Pretend to be or do what the music says (Horses, Rabbits, etc.)

• Guessing games – (Play Name That Tune – guess the sing with first 3-5 notes)

• Let them choose the songs to sing• Vary the way you sing, listen to, and move

– Sing 5 speckled Frogs in an opera voice, with a country twang, fast, like an old person without teeth, …..

• PIGGY BACK Song - Change the words to a song.– Instead of 5 frog’s – turtles or pigs etc.– Same tune different topic and words

• (Sing:Twinkle Twinkle and ABC at the same time)

PIGGGY BACK SONG ACTIVITY: • Group is given a copy of a song and a topic. Change the song in

some way that deals with the assigned topic.– Sample ideas:

– 5 Little Monkeys Jumping on a Bed (Change monkeys to “Fish”)– Ring Around the Rosies (Change “All Fall Down” to something about water)– Bumble Bee Song (Change “Bee” to an animal on the farm)– Happy Birthday to you (sing about cleaning up)– The farmer in the Dell (sing about the weather)– Row Row Row your boat (sing about the Zoo)- She’ll Be Coming Round the mountain (can you climb like a monkey?)

SING! (Tune: Row Row Row your Boat)

Sing, Sing, Sing with meSing out loud and clear

To tell the people all aroundThat music time is here

• Divide into groups by giving out two copies of several well know tunes. They are to find the partner with the same song by humming the melody.

THE REBELLIOUS SINGER

• What about a child who won’t sing or participate?– Don’t pressure– They usually know the songs and sing them at

home.– Let them help with the props– Let them choose the song to sing– Have a teacher sit with them and sing– Say, “What is something teacher doesn’t like to

do alone – sing. Will you help me?”

2. Rhythm Instruments2. Rhythm Instruments• They learn

– Build Listening skills– Find a beat of a sound– Project feelings (shake instruments to show feelings)

– Experiment with sounds

– Their body is a musical instrument

• Sandpaper blocks

• Bongo Drums

• Rattlers

• Shakers

• Rhythm sticks

• Rhythm Bells

• Their body

• KazooRain SongBegin by rubbing hands Begin by rubbing hands together. Next, snap your together. Next, snap your fingers. Third, pat your thighs. fingers. Third, pat your thighs. And lastly, stomp your feet. And lastly, stomp your feet. Continue making sounds but go Continue making sounds but go backwards to the beginning.backwards to the beginning.

Mouth sounds orchestra. Everyone or groups make a Everyone or groups make a different sound to a different different sound to a different beat and slowly add them in beat and slowly add them in until all are doing them together until all are doing them together and then slowly take them out.and then slowly take them out.

Uno Gelespy Uno Gelespy SongSong

CREATIVE MOVEMENTCREATIVE MOVEMENT

a) Children explore the way their body moves– Opportunity for a child to pretend to be something else

• EGG MOVEMENTS (in a plastic egg are different movements)

– It teaches body awareness, and what their body can do.– Develops coordination & control of movement.

• Touch your ear to your shoulder, keep a balloon in the air using only body parts, move both body parts at the same time

b) Combines feeling rhythm with movement• Draw to music, streamers or scarves to music, Carpet skate• Have a Musical instrument parade• Shake Bells to ‘Twinkle Twinkle’ and “ring” a xylophone in between

lines

• Blow up your balloon!

Fast paced music.

Country music.

Feather or balloon floatHead, shoulders, knees, and toes

c) Communicates and Expresses their ideas– Children move much better than they speak.– It simultaneously involves the inner being and the

physical body.• Move as if you were carrying a heavy box, walk like a giant, run

like an animal, be an ice cream cone melting in the summer, make an interesting shape with your body.

d) Learn how movement is related to space• Make yourself big, small, tall, short• Move around without touching anyone, pretend to be driving a

car around the room, float around the room lie a feather• Lift your leg in front of you, backwards, sideways. Step

backwardsHave 4 people link arms Have 4 people link arms back to back and walk back to back and walk around like a spider while around like a spider while singing Eensy Weensy singing Eensy Weensy SpiderSpider

Teaching CREATIVE MOVEMENT:

• Have lots of room, bare feet allows them to feel the movement.

• Children love the familiar & repetition.• Don’t show them how. It restricts creativity.

• Say, “Use your whole self”.• “Move how it sounds or makes you feel”.• “Can you. . . . ? Follow me!”

• Encourage each child to do it in a different way.• Teach about personal space (bubbles pop if they are

bumped)• Teach them how to stop when the music stops:

• Emphasize that to stop means not to move at all – not a muscle or a bone!

• Encourage children to listen carefully or else they won’t know when to stop.

• SPACE: – Place

• Self space/general space

– Size • Big/small, far reach/near

reach

– Level • High/low

– Direction • Forward/backward, right/left,

up/down

– Pathway • Curved, straight, zigzag

• TIME:– Speed (fast slow),

rhythm (pulse, pattern)

• MOVEMENT:– Walk, run jump– Bend, twist, stretch– Parachute play